Types of Assessment and Evaluation

Keywords: analysis types

Assessment and analysis has become critical issues especially in the field of coaching and learning; it needs watchful awareness by every teaching practitioner in any educational institution. That is also the region where many professors sink in to the pool of distress. But it has its key function, which is to acquire home elevators the achievement of every individual student and judge their everyday improvement. In other words, it serve essential role in the process of effective teaching and learning.

Therefore, this article will clarify my knowledge of assessment and analysis from the perspectives of development, formal, informal, special needs, and benchmarks in short. However, to do this, we first need to determine assessment and evaluation.

The word evaluation is derived from the Latin term 'assidere' signifying 'to remain beside'. It is obvious that simple tone of the phrase is comforting, and it advises mutual self-confidence and understanding. So, it indirectly explains to that life of positive association between assessment and the process of teaching and learning in schools is essential.

By and large, evaluation is a process of collecting information in accordance with some identified goals and objectives associated with students' improvement and achievement in the process of teaching and learning. More specifically, class assessment identifies the procedure of gathering, documenting, interpreting, using and connecting information about their progress and achievement through the development of knowledge, concepts, skills and behaviour.

According to Lloyd-Jones and Bray (1986) examination is referred to the process in which certain quality of your student's education is measured, by the instructor, an examiner or the scholar. It is methods to assess worthiness of students' performance. Diagnosis, therefore, involves a lot more than testing. It really is a continuing process that encompasses many formal and informal activities intended to verify and improve teaching and learning in all regions of the curriculum.

On the other hand, evaluation is more or less defined as the procedure of judging comparative merit, value, or worthiness of educational programs, or techniques by using practical information generated through assessment. It can help in updating the nature and amount of learning; takes on pivotal role in curricular decision making; and it favour better links between learning, and the aims and goals of teaching. Additionally, it creates strong bond between learning and the surroundings in which learning occurs. Therefore, in educational environment, assessment and analysis seeks research that the training activities suitable for students are effective.

Assessment and Evaluation from the point of view of development

Why do we evaluate and examine? This is actually the first question that knocks in my mind whenever I look diagnosis and analysis from an angle of development. Generally, educators plays vital role in developmental assessment and evaluation of students' learning and programs for many reasons:

Firstly, assessment and analysis help instructors and pupil affair administrators to enhance their knowledge of the needs of your persistently varying student population. In addition, it can help in identifying developmental delays in students also to develop strategies for intervention. For your, I would opt to use the idea of integrated style of child development. It is because the model hides all developmental areas such as sensory, behavioural, vocabulary, motor, perceptual, sociable cognitive and psychological skills. So that it can be used to boost holistic development of students as students, self, and valuable resident of the nation as it demonstrates their personality as well as their amount of achievement in the field of learning.

Secondly, examination is also designed to develop effective educational institutional ideas and regulations to meet students' developmental needs and learning styles. They are necessary for advancing the product quality and easy availability of programs and services.

Thirdly, we can not avoid its most significant contribution in curriculum development. Through diagnosis and evaluation, we are in a position to help curriculum designers for deciding how we might improve courses and programmes. At exactly the same time, as a tutor we can add in doing revision on curriculum, course materials, teaching methodologies, etc. It is because evaluation results can specially provide a potent logical for securing scaffold for curriculum changes, development and review.

Formal and Informal Analysis and Evaluation

A formal evaluation is also sometimes known as summative diagnosis. And it is generally assessed by means of quiz, test, or paper and it is graded based how well student can perform. A summative examination is normally executed at the end of device or component.

Furthermore, formal assessments are categorized into criterion-referenced assessments and norm-referenced exams. Criterion-referencing is diagnosis based on certain criterion or basic principle, and norm-referencing is graded diagnosis based on the comparisons of learners' achievements against each other from time to time.

I like more of criterion referencing method than norm-referencing since it can be used to judge students' achievements and progress on some key criteria set based on relatively expected learning outcomes and targets. Whereas, norm-referencing is based on the hypothesis, that a pretty much similar range of individuals performance can be predicted for any college student group.

On the other hands, Informal diagnosis is referenced as formative test, and it is a continuous process of assessment and analysis. Feedback plays essential role here as it allows both learners and educators to evaluate learning and location out the areas for improvement.

But which may be the best form of examination, formal or casual? For me, the utilization of casual assessments is best for the overall learning. It facilitate teachers to assess students through a variety of classroom-based activities, identify students weakness then and there and start work with the improvement, somewhat than holding out at the last minute like informal assessment.

Assessment and Analysis for special needs students

Students' having problems such as: electric motor, linguistic, cognitive, behavioural, organizational, speech and physical disabilities are usually referenced as special needs students, and it also includes gifted students. They shouldn't be left out without normal education. Special preparations or special needs accommodations should be offered to them to be able to go after their academics goals and achieve a higher level of personal self-sufficiency.

Similarly in addition they have to be evaluated and identified their advantages, weaknesses and present guiding principles to make effective progress in attaining their academics goals. Apart from teachers and peers, students' family should require in it. So, I feel that, by building an alliance with the parents; obtaining students' developmental history and current family experience; and discussing issues with them would help greatly for addressing difficulties in guiding special needs students to succeed like other normal students. Furthermore, analysis will be alternative and addresses all areas of functioning. For that people should not ignore to take students' specific learning styles into account as all students don't have same learning ability and ways.

Sometimes students with special needs are integrated in regular classrooms because the key idea of assessment and evaluation in this field itself is to see whether students can adapt, make progress and met objectives in normal category like normal students. Diagnosis indicates whether the student learned the materials meant and what are some of the disadvantages areas to be increased.

So academic institutions and instructor must give all students the same possibility to education. Infect, they ought to provide counteractive assistance to special needs students. Never the less, we as a tutor, in order to select education program and activities well suited for our students, we should carefully evaluate our options and consider the precise needs of our disabled students.

Standards based Evaluation and Evaluation

Here, it offers two types of educational benchmarks, a content standard and a performance standard. A content standard identifies the knowledge, concepts, and skills acquire at each class level, while performance standard state the amount of performance that is known as appropriate aligning to the benchmark establish by the educators.

Standards-based analysis and evaluation is intended to identify students with different speed and features in learning, so that we can design ways of help them and make all of them achieve and grasp to the level they are required to keep certain benchmark in learning.

Understanding 'Standardized Test' and its characteristics is necessary whenever we discuss about examination and evaluation from the perspective of standard as it is one of the instrument required in standard evaluation and analysis process. Selection of knowledge and understanding in specific subject matter is being assessed through standardized trials on students. And it is a snapshot in time where assessments are given and scored in the same way for all students.

For example, multiple-choice questions and written responses to be responded to within confirmed timeframe are types of standard test. Which means students aren't permitted to use outer resources or references to be able to complete the test. Their performance on these checks decides whether they will be marketed or not from one grade to the next. And this is what almost every university area now administers it.

However, it is important for us not to get confused of Standardized checks with the requirements movements, which approve certain grade-level content and performance expectations in main subject sphere. Frequently, controlled uniform tests are not associated with point out and region content specifications, and these causes noticeably lose of interconnection between what's being shown and what is being tested. In order a teacher we must process our teaching in line with the curriculum.

The standard analysis will allow other college improvement plan and jobs, and also to bring advance changes in curriculum and pedagogy, and incorporation of new assessments. So standardized evaluation and analysis is uniformly regulated test which it identifies when every student at a particular grade level has to go through the same test with same question, at same timeframe in same season throughout the united states.

In the nutshell, we would realize that the descriptions given in above paragraphs are views from different perspectives designed by hypothesizing the both special needs students and normal student as a dynamic in structuring their own learning in the context of social connection; role of educational companies and teachers in establishing the child's level of development in virtually any aspect of learning, and that information accumulated through various analysis and evaluation methods will then be utilized to 'scaffold' another learning and curriculum development.

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